Spring 2022 Red Blazer

A publication for all members of the St. Clement’s School Community —Spring 2022

Spring 2022

Our mission St. Clement’s School develops outstanding women who are intellectually curious, courageous, and compassionate.

Principal Martha Perry ’85

Executive Director of Advancement Lisa Watson Associate Director of Communications Kristin Mills Associate Director of Communications, Special Projects Jason Fearon Editor Simon Vaughan, Communications Manager

Graphic Design Underline Studio

Contributing Photographers Jennifer Chan, Staff; Jason Fearon, Staff; Karri North, Emily Shin ’22, Simon Vaughan, Staff.

Illustrations Rami Niemi

Printing Andora Graphics Inc.

Thank you to all our community members who contributed photographs, stories, opinions, and personal expertise in creating this magazine.

Your input is encouraged: Simon Vaughan Communications Manager 416 483 4414 x2257 simon.vaughan@scs.on.ca

Alumnae Contact Meagan Thomas Associate Director, Advancement 416 483 4414 x2231 meagan.thomas@scs.on.ca Red Blazer is published twice yearly by the Advancement Office for all members of the St. Clement’s School Community.

St. Clement’s School 21 St. Clements Ave. Toronto, ON M4R 1G8 Canada 416 483 4835 scs.on.ca

Proud history, solid future.

From its inception in St. Clement’s Church to its permanent location across the street, SCS’s growth has always been from its roots. Just as students grow throughout their time with us, our growth has always remained true to our origins, our mission, and ourselves.

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Table of Contents

22-29 10-21 5-9

Life at SCS Principal’s Perspective .................................................................... 5 Highlights .............................................................................................. 6 At Issue (Q&A) .................................................................................... 8

Features A Place to Grow ............................................................................... 10 Ideation and Community ............................................................... 14 Alumna Scholar Essay .................................................................... 18

From the Desk Arts ........................................................................................................ 22 Sports ................................................................................................... 24 Junior School .................................................................................... 26 Equity, Diversity, and Inclusion ................................................... 28

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Never underestimate the power of what you learn in high school.

— Michelle (Lam) Nicolaizeau ‘09

30-39 40-44

Next Chapter Alumnae Speaker Series .............................................................. 30 Alumnae Connection ..................................................................... 34

Bulletin Board Class Notes ........................................................................................ 40 Staff News .......................................................................................... 43 Tempus Fugit .................................................................................... 44

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Life at SCS Principal’s Perspective

Did you know? In 2013, Alice Munro became the first Canadian woman to win a Nobel Prize when she received the award for Literature, only the second Canadian to receive it in that category.

Our Place for the Future Martha Perry ’85

building; space that enhances and improves our Clementines’ learning including a larger Lassonde Library, a Design and Technology hub, a cafeteria, an art studio, science lab, classrooms, and collaborative spaces throughout. We know that these spaces will enhance and improve our students’ learning experiences while alsomaintaining the unique and important close-knit communitywhere students fromGrades 1-12 share facilities in order to learn and play under one roof. St. Clement’s School’s history is one premised on community. Our small but mighty school was founded in the basement of St. Clement’s Church to provide a different kind of education. The School now exists across the road on St. Clements Avenue. Like our facilities and learning itself, the community around it has evolved and developed over the 120 years of our existence. With thanks to strategic foresight fromour Board of Governors overmany years and strong relationshipswithour neighbours, St. Clement’s is proud to announce the expansion of ownershipof our space to include theplayground area and lodge to the south of our school, and the private lane to the east. Once leased from the Eglinton Loyal Orange Lodge, this property acquisitionwas seen as imperative to reaffirming not only our school’s campus but also our important place in the community. As you read this issue of Red Blazer filled with stories of learning, community, and connections, know that we have, beyond preparing our Clementines for the future, solidified their place for the future.

It is with tremendous pride and excitement that we share this issue of Red Blazer . Beyond the ever-increasing light at the end of the pandemic tunnel, what excites us even more is the result of our work to ensure the School’s ‘place for the future.’ Guided by our Strategic Plan 2025 , St. Clement’s School is evolving and redefining what it means to really learn and thrive in a worldwhere the only constant is change. We want our Clementines to see disruption as opportunity and possibility, to seize change with imagination and agility, and to tackle the complex world of tomorrowwith confidence and character. Beyond ‘how’ and ‘what’ we teach our Clementines, wemust ensure ‘where’ they are learning is exceptional too. This issue of Red Blazer includes exciting details of new space being added to our current

Like our facilities and learning itself, the community around it has evolved and developed over the120 years of our existence.

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Life at SCS Highlights

Over the holidays, our beloved SCS moose was struck by a vehicle. Thankfully, no one else was hurt and Pamplemoose survived with her customary and heroic stoicism.

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Life at SCS Highlights

Images from top left:

York House Day Game Night Pamplemoose

1 2 3 4 5 6 7 8

PA Grade 12 Coffee Morning PA Pizza Lunch Grad sweatshirts PA Jingle Mingle

Truth and Reconciliation e-ssembly Junior School Olympics

Sprit Week lockers PA Holiday Treats New Parent visits

10 11 12

IN NUMBERS

1901 SCS was founded in the Parish Hall of St. Clement’s Church

In November, a good time was had by all when SCS’s Circular Drive became home to the seasonal fun of the Parents’ Association Jingle Mingle.

1922 SCS Moved to 21 St. Clements Avenue 1993 Opening of St. Clement’s School’s new wing 2006

SCS doubled its size with an addition to the building 2022 Commencement of construction of SCS’s west extension and roof terrace

New parents were given guided tours of the School in December. For most of them, it was their first ever time inside SCS.

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Life at SCS At Issue

Q&A What is your favourite place in the School, and why?

MACKENZIE JONG, Class of 2031

My favourite place at SCS is the library. I love all the books. My family calls me a bookworm! The teachers

JADE THOMAS, Class of 2024

Ms Kelly and Ms Mustard are really nice and always recommend awesome books. When I’m sad I can read and reading makes me laugh and be happy. The library is a place of joy and laughter. There are so many things to do in the library. In the library there are comfy spots to read.

The Lassonde Library is a space in the School that I find inviting and enlightening. I feel that it allows me to tap into SCS’s values. It inspires the courage to learn, elevates the curiosity to explore diverse subjects, and provides information that shapes me into a more compassionate person.

CARA LI, Class of 2024

My favourite place in the School is the art room because I love creating and expressing myself through art. Visual Arts is one of my

AVA FELLIN, Class of 2028

My favourite place in the School is the gym because it is a big open space. I can get out of my chair, exercise,

favourite classes, so I enjoy every moment I spend in the art room.

collaborate with others, and have fun! The gym is a very bright place to be.

SHERRY LIU, Class of 2028

The rooftop is definitely my favourite place in the whole School. This isn’t necessarily because it’s the highest part, it definitely doesn’t have the scenery of woodland forests, or dreamy beaches, but it shares the most memories – with friends and teachers.

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Life at SCS At Issue

COURTNEY POON, Class of 2023

HAYLEY ROYCE, Class of 2033

My favourite place is the library because I get to read in the library and bring more books home to read.

My favourite place at SCS is the lunchroom because

it is a space where I can connect with my friends and classmates. It is where I typically spent my spare because it’s a very calming atmosphere, especially with the fairy lights. Before COVID-19, it was also a great space to connect with other grades.

MIMI ALHARTHY, Class of 2031

My favourite place in the School is the gym because we get to learn physical education. It’s very fun to participate in the activities. It is like you learn physical activity and that is very

fun for me! It is fun, you get stronger, it makes your own courage grow, you do a lot of teamwork and everyone can participate.

CYNTHIA DING, Class of 2023

Decorated with 3D molecular models hanging from the ceiling and well-lit by a huge glass window, the chemistry lab is currently my

HILARY YEUNG, Class of 2023

For me, a place of comfort and excitement occurs in Powell Hall. Close to the School foyer, this location is central for all students across Grades 1–12 and staff. Powell Hall is where all our musicals, presentations, and celebrations transpire. The architecture, furniture, lighting, and spaciousness

favourite place in the School. In addition to being where I discovered my passion for science, the chem lab is also where I eat lunch with friends while we share laughter and conversation as a community.

all play a role in piecing together the perfect environment for all members of our community, including me – the epitome of unity in our close-knit community.

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APlace toGrow With roots that stretch back to 1901,

it only made sense to further secure our future on the foundations of our past. Text by Simon Vaughan

EGLINTON

ORANGE HALL

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While the School has leased the playground area for decades, it has always been our desire to purchase the entire property should the Trustees of the Eglinton Loyal Orange Lodge decide to sell.

future of the School’s green space and its place in the neighbourhood. “Good governance is asmuch (or more) about the future as it is about the present,” explained Scott Davidson, former member of the SCS Board of Governors. “Successive Boards have always approached it from that perspective.” “It is critically important for St. Clement’s to not only control its playground land, but also to have available to it all of the contiguous footprint that the Orange property provides,” he added. “The acquisition of this property does just that.”

to purchase the entire property should the Trustees of the Eglinton Loyal Orange Lodge decide to sell. With thanks to the forethought of the St. Clement’s School Board of Governors over many years and the cultivation of a positive relationship between the School and those leading the Lodge over time, the School was able to realize its dream. In January, after much hardwork and attentionbymanymembers of the St. Clement’s community, SCS was able to acquire the land and the building on it thereby extending SCS’s property to the northern edge of the former municipal parking lot. It also secured the

To the south of St. Clement’s, nestled in the shadowof the School and edged by a lawn that stretches from the private laneway behind the Capitol Theatre west to Duplex Avenue, sits the Eglinton Loyal Orange Lodge. Originally constructed as a schoolhouse in 1850, the building is one of the oldest in north Toronto. For the past thirty years St. Clement’s has leased the land to be used as a Junior School playground. Countless SCS students have spent hours enjoying the space and playing games and activities all year regardless of weather. While the School has leased the playground area for decades, it has always been our desire

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Securing ownership of our playground lands, the Eglinton Loyal Orange Lodge and the lane to the east of the School ensures St. Clement’s ground-level greenspace and play area, and, perhaps most importantly, maintains our historical roots, and our position as an important community member since 1901.

Board Chair KarenMcKay pointed out that the purchase is a strategically important part of SCS’s long-range plan as an urban school. “Our students today and into the future will experience the benefits of this andwe are pleased to finallymake the acquisition a reality,” she said. While the playground has long been an integral part of St. Clement’s, Past Chair Brian Denega explained that leasing the land had not provided SCS with the long-termcertainty of access to property that has been identified as being strategically important to the School. “This transaction provides that certainty and solidifies a key pillar in our CampusMaster Plan,” he said. Principal Martha Perry ’85 explained that the acquisitionwas somuchmore than just a real estate transaction. “St. Clement’s has always been a community school,” she pointed out. “Not only dowe use local parks and facilities to support our program but we also purposefully and positively co-exist beyond our direct St. Clement’s community with local partners, residents, and businesses. Securing ownership of our playground lands, the Eglinton Loyal Orange Lodge and the lane to the east of the School ensures St. Clement’s

ground-level greenspace and play area, and, perhapsmost importantlymaintains our historical roots, and our position as an important communitymember since 1901.” In addition to this exciting acquisition, the School is thrilled to be constructing an addition to the west end of the current school building whichwill add 38,000 square feet of new learning space for its students andhas launched an 18millionCapital Campaign to finance the construction. Work is scheduled to begin in June with the aim towelcome students to the newaddition inSeptember 2023. The future is very bright for St. Clement’s School.

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Ideation

St. Clement’s School has long been community-oriented. Recently, some of the School’s most creative students had the opportunity to use their skills for a great cause.

Text by Simon Vaughan

& Community

The students took into consideration all of the responses and focusedon themost common elements. The end result was a design of a large-scale hanging sculpture of a dandelion. Measuring five feet by five feet, the sculpture will display a strong supportive core indicative of Scadding Court, with each seedling scattering off towards the facility’s various programming rooms. The seeds are also characteristic of users of the centre feeling empowered or equipped to build on what they have experienced and learnedwhile there. The dandelionwill float above the lobby and be illustrative of joy, tenacity, and hope whilst having connections to nature, food, and herbalmedicine. Dandelions are also something that exist in abundance. Its shape and colours will be visually appealing and recognizable to all who visit while representing the diaspora of the Scadding Court community. A full-scalemock-up of the final sculpture has beenmade and tested in place, with the unveiling of the final work scheduled for the spring.

swimming, aquaponics, yoga, fitness, Tai Chi, art, music, health support, gardening, business support, mentorship and leadership, women’s programs, bingo, choir, dance, and just simply being a comfortable place to hang out. In short, it is an everyday oasis for thousands of people in the area and beyond. Regardless of people’s current situations, their backgrounds, or their ethnicity, there were common themes evident in their responses to the St. Clement’s students’ questionnaire that included feelings of being welcome, supported, and appreciated. The SCS students’ ultimate designwas intended to properly reflect the spirit of Scadding Court while at the same time being something that could be responsibly fabricated, easily installed, have longevity, and be effectively displayed in the facility’s lobby. Following the discovery phase of the project, the students returned virtually to present their design. While reviewing, analyzing, and drawing insights from the answers they had received, they had noticed that althoughmany participantshadfirstgone toSCCCtoparticipate in a specific programor two, they had quickly

Earlier this school year SCS teamed upwith the Scadding Court Community Centre (SCCC) to create an installation for its lobby. Facilitated by Connie Chisholmof CoDesign, the project saw students fromRosa Abbiento’s Information/Consumer Design coursemeet virtuallywith the centre’s staffandparticipants. Together, they learned about the facility, its people, andwhat theywould like to see created. As part of the discovery phase in the user-centred design process, a list of questions was curated to be answered anonymously and voluntarily by those whowork at and use Scadding Court. These included how they feel when they enter the building, what comes to mindwhen they think of the facility, andwhy they go there. The responses were then collated and analyzed for insights into the motivations and needs of the participants who visit the SCCC. The students learned that the community centre provides friendship, support, and information inawarm, welcoming, and inclusive environment for a diverse community of families, seniors, children, youth, and students, from long-time locals to brand newneighbours. Programming includes computer support, sports, skateboarding,

developed feelings of being welcome, inclusivity, growth, and connectivity.

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The four main themes that encompass what Scadding Court Community Centre means to its participants as determined by SCS’s Information/Consumer Design students:

1 3

2 4

Growth Educational programming, leadership and mentoring, integration for newcomers, social connections, inspiration.

Connections Casual social interactions, education, integration for newcomers, acquisition of new skills, mentoring, intergenerational possibilities and connections between differently-abled people.

Inclusivity Differently-abled support, LGBTQ", all-ages representation, a place for the unhoused, a safe space.

Welcoming Warm, fun, safe, exciting programs and opportunities for diverse populations.

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Learning about Compassion

Each year the Alumna Scholar Award, based on character, leadership, scholarship, service, and an essay, is given to a Grade 12 student. The winner is awarded $1,500 towards tuition. This year’s recipient, Gabrielle Moreau ’22, discusses the importance and value of compassion.

Text by Gabrielle Moreau ’22 Photography by Karri North

Most importantly, compassion was what helped us stay strong when the pandemic brought widespread travel chaos mid-way through our trip, and what helped us make it home.

We also saw that compassion is not only a human virtue. On our first game drive, we spotted a giraffe with several birds along its neck. Our guide explained that they were oxpeckers, who eat the ticks on giraffes and so provide skincare. A staunch Darwinist would say that these animals are just acting out of self-interest: who would pass up a delicious meal of ticks! But many scientists feel this explanation is too simple: animals have a more complex awareness of each other and deeper ways of relating to each other than we commonly suppose. For instance, African wild dogs make collective decisions by sharply exhaling: the pack will only choose to hunt when enough dogs indicate their approval. Researchers recently discovered that at night, giraffes make a low humming sound, simply to reassure other giraffes in their herd that they are there. Most importantly, compassionwas what helped us stay strong when the pandemic brought widespread travel chaosmid-way through our trip, andwhat helped usmake it home. The field station’s only connection to the worldwas by satellite, so none of us had access to the news. Our teachers, Ms Castelli andMsMacintosh, carefully sifted through what they had heard, taking care not to alarm us. But you can imagine our surprise when, after having boarded the bus to our next research station, we were told that we were

Under the South African sun a mother impala nursed her baby. Birds we couldn’t see called out to each other over the humming of our truck’s engine. It wasMarch of 2020, and I was in the BaluleNature Reserve in South Africawith ten other Clementines. I knew that on this research trip I would comewithin a few feet of wild elephants and impala, and that I would be contributing to a real research project on biodiversity.What I didn’t knowwas that I would learn evenmore about compassion: the compassionwhich the local researchers and guides extended to us, the compassion that thewild animals showed to each other, and the compassionwithin our SCS community that ultimately helped us get home. All of us fromSCS felt rather vulnerable at the start. During our first bird point count, we stood in a circle staring helplessly at our guides, with no clue how to pick out the different bird callswewere supposed to be counting! But our guides told us that they too had been in our shoes. They worked painstakingly to help us identify the birds and shrubs. They told us stories about the crocodile in the river by base camp who was as big as a truck, but a coward at heart. They ran competitions to see who could spit impala poo the farthest! After a few days of their compassionate guidance, we felt like bona fidemembers of their research community, united by our desire to preserve the unique savanna ecosystem.

headed to the airport: countries were closing their borders and if we waited longer, wemight not be able to get home. We were able to fly home thanks toMs Perry, Ms LaForest, and the teamat OperationWallacea, who spent several sleepless nights trying to get us onto a flight. On the trip back, we hadmany group hugs and long conversations, taking care to ensure that no one in the group felt overwhelmed. In the airport in Zurich, we consoled each other by doing “game counts” on the chocolate Easter bunnies in the duty-free shops, categorizing them into adults and juveniles. Back inToronto, wemet up in local parks to check in on each other as soon as we could. Compassion is often associatedwith submissiveness and gentleness. Because of this, it is overshadowed inmany people’s minds by other values like curiosity or courage, whichwe think of as necessary for bold leadership and change. But in South Africa withmy fellowClementines, I discovered that compassion is what makes us strong in the most difficult times andwhat holds us together as a community. It might even be what, in the future, enables us to care enough about our impact on other communities and species to reduce global warming and preserve our fragile ecosystems for future generations of people and animals alike.

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From the Desk Spring 2022

The academic program at St. Clement’s supports our mission to develop outstanding women who are intellectually curious, courageous, and compassionate. We do this by ensuring that excellence is not just a word – it’s our commitment and our passion.

Arts From visual arts to dramatic arts, Clementine creativity is out to wow. pg. 22

Sports Inter-school competitions return, and St. Clement’s immediately does everyone proud. pg. 24 Learning The Junior School used STEM skills to explore the world around them. pg. 26

Learning Conversations on Diversity, Equity, and Inclusion at SCS. pg. 28

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Arts From the Desk Arts

With 21 St. Clements Avenue once more humming with life, the building is resonating with artistic brilliance from art-lined halls to music-filled rooms.

For abundantly creative Clementines, the media is definitely part of the message. From stretched canvas and sheet music to photography paper and even skateboards, there’s nomaterial that can’t be turned into a work of art by SCS students. Whether sketching friends or painting family, playing with perspective or adjusting F-stops, the works of art that emanate from every grade are always spectacular and impressive. While the school hallways have always been galleries of our students’ greatness, one of the benefits of remote learning over the past two years has been the development of the means to share these workswith awider audience through technology. InMarch, technology permitted us to also share our Senior School Production of Little Women with a wider audience than ever before when the production was live-streamed from PowellHall.Withstudentsoperating thecameras and high in the control booth, it was a dramatic, musical, and technological masterpiece.

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From the Desk Arts

DECK DESIGN

Skateboards aren’t just for kickflips, noseslides, and McTwists. At St. Clement’s School, they are yet another medium for expression. With their customary creativity and colour, the Grade 11 Visual Arts class decked out their wheels with brilliant designs and great graphics guaranteed to grab some attention next time they’re grabbing some air!

The Arts Banquet was an opportunity for students to learn about all sorts of creative arts from graphic design to songwriting.

Maddie Higgins ‘23 as part of the class’s Changing Meaning assignment.

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Sports From the Desk Sports

After almost two years with limited sports, our St. Clement’s athletes took to the fields and courts again to take-on some real competition.

Meanwhile on the slopes, SCS’s Alpine Ski teamwas taking on all comers at Mansfield Ski Club. After some impressive results throughout the season, the team reached the CISAA Championshipmeet where Aliya Adair ’25 and Katie Fry ’22 finished first and second respectively, thereby leading St. Clement’s to be CISAAChampions. Congratulations to all of our amazing winter athletes.

While Public Health restrictionsmay have prevented a full sports programat St. Clement’s, it didn’t stop our athletes from regularly stretching their legs, or their arms. At first limited to outdoor pursuits, the 2021-2022 school year sawour students donning their sports gear to hit the turf, the boards, and the slopes. Although initially intramural, the sight of SCS blues and reds serving, spiking, shooting, slaloming, and scoring was enough to raise more than a few smiles behindmasks. From basketball and badminton, to volleyball, frisbee, soccer, track and field, and skiing, our competitive Clementines were back. With provincial restrictions eased, Ontario students were once again able to compete. For St. Clement’s, that meant challenging their opponents in other independent schools from thewider Toronto area. Not only did that return bringwith it exercise, teamwork, and leadership, but it also displayed the passion and spirit that exists behind all of the championship pennants that hang proudly in the gyms at 21 St. Clements Avenue. The condensed season, affectionately knownwithin the Conference of Independent Schools of Ontario Athletic Association as “MarchMadness,” was packedwith skill development, closematches, excitement, and lots of fun. After finishing in a three-way tie for first in league play, our Senior Badminton teamcame away as CISAA silver medallists.

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From the Desk Sports

BY THE NUMBERS

38 Independent schools in the Conference of Independent Schools Athletic Association (CISAA) 24 Sports in CISAA competitions 159 Leagues in the CISAA 1400 Different sports teams between Grades 4 and 12 in the CISAA

Always challenging opponents in basketball, SCS spent the winter honing their skills before taking on all opposition.

Despite a break from competition, it didn’t take SCS long to serve up victory once volleyball returned.

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From the Desk Learning

Junior School

Here is a look at just some of the hands-on, STEAM- related learning our budding scientists, engineers, and mathematicians in the Junior School have been experimenting with!

Fairy Tale STEAM Grade 1 students completed a Fairy Tale STEAM Challengewhere theywere taskedwithbuilding the strongest chair! They drafted ideas, planned outmaterials, built the chairs, and adjusted their designs before testing themout.

Rules of Rounding After reviewing the rules of rounding to the nearest ten, hundred, and thousand, Grade 4s created three of their own rounding questions. Theywrote their questions on a sidewalk square in chalk and took turns answering the questions. Creating their own questions and answers really helped to solidify themathematical concepts! Forces of Nature Grade 5s analyzed the effects of forces from natural phenomena on the natural and built environment. Using the engineering design process, theydevelopeda structure towithstand the simulation of a wind stormor earthquake. Exploring Electricity Grade 6s were introduced to concepts such as the effects of static electricity and how moving electrons can create an electric charge. They also discussedmaterials that are good conductors and insulators, and how to use switches to control theflowof anelectric current in a circuit. Then, they built their own circuit! Liftoff to Learning For an independent research project, Grade 6s chose a topic related to space.They researched their topic, organized their findings, and created a product to share their learning with their peers. Final products includedwebsites, posters, podcasts, articles, videos, and even a puppet show!

Tracking a Transformation The amazing process of a caterpillar

transforming into a butterfly was documented over several weeks by the Grade 1 class in their Monarch Journals. This Grade Can Grow Grade 3s participated in a virtual workshop about soils and plants called “Get the Dirt on Plants!” Students dissected a lima bean, created their own soil profile cards, and experimented with vermiculite for water absorption. They also investigated awide variety of materials that come fromplants, such as tea leaves and cork. The scientists then applied all their newfound knowledge to planting their ownmung beans and popcorn seeds. Let’s Go Fly a (Fraction) Kite Grade 4 students created equivalent fraction art kites. Each student first designed a kite that showed a fraction, and then discovered equivalent fractions in their kite. The completed kites also served as a colourful classroomdecoration!

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From the Desk Learning

SNAPSHOT OF A GRADE 2 INQUIRY UNIT

The Grade 2 class embarked on an exciting integrated inquiry unit: they have been learning about air and water in the environment, and asking important questions about water. Some of the big questions that are inspiring the Grade 2 learning: Why are clean water and air important? How do human actions affect air and water?

Grade 6 students conducted their own space exploration this year, and presented their findings.

What is stewardship? What is sustainability?

How can humans be stewards of the earth, specifically air and water? How do air and water pollution affect living beings and the environment? What does it mean when water protectors say “Water is Life”? Who are some important water protectors? What have they done to protect water? Why do some communities in Canada lack clean drinking water? The class used the book The Water Walker to learn about the legacy of Josephine-ba Mandamin and her life’s work in protecting water. After learning about their own local waterways and water pollution, they embarked on the creation of action plans to inspire our community to take small steps towards tackling water contamination by changing daily habits. The winter weather also afforded more opportunities to learn: students collected snow from the playground and conducted water quality tests once it had melted, recording their observations. As part of the final phase of their water inquiry project, the Grade 2 group decided to make a virtual bingo card full of tasks that community members can complete. The tasks focus on water conservation, awareness of Indigenous water protectors, conservation efforts within the city, and engagement in learning about our local waterways.

Did you know lepidopterists specialize in the study of butterflies and moths? Grade 1s studied the life cycle from caterpillar to butterfly firsthand.

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EDI From the Desk Learning

Three of SCS’s student-led committees – the Anti- Racism Committee (ARC), the Gender & Sexuality Alliance (GSA), and the Indigenous Affairs Circle (ARC) – are undertaking special projects related to the School’s ongoing commitment to an equitable, diverse, and inclusive environment in which each member’s identity and well-being is valued.

related to names and their significance are also planned. It is the ARC’s hope that the project will ultimately allow the committee to form a better understanding of people’s experiences with their names at SCS. In so doing, they hope to help the full community to better understand and appreciate the importance of people’s names, and why it is crucial that we collectively respect each others’ names. The Gender & Sexuality Alliance’s Pronouns Project As a committee, the GSAwants everyone in our school community to feel valued, respected, and heard – regardless of identity. Committee Co-Heads Naomi Mazurek and Taylor Tratch (both ’23) articulate that including pronouns in our everyday conversation is something that, once implemented, requires very little extra time and energy, but canmean somuch to somany individuals. Like the Names Project, the Pronouns Project will feature a survey in order to investigate background knowledge and experiences held currently by students and staff of pronouns and proper uses. Drawing from the results of the survey, the committee will aim to provide resources and information to assist community members to confidently

The results of these projects will have an impact on the full SCS community in a variety of ways. Here is an introduction to the three projects that are currently underway!

The Anti-Racism Committee’s Names Project The goal of the Names Project is to emphasize the importance of names – and why it’s imperative to get names right. According to committee Co-Heads Ella Rhee and Kiki Durowaye (both ’23), each one of our names carries somuchmore weight and history than we often assume. “Names are a vital part of our everyday identities, and pronouncing someone’s name correctly is a simple courtesy that everyone should practice.” The two students explain that calling someone by their proper name/the name they wish to be called, is a way to show respect and to acknowledge an individual’s identity. As part of the project, ARC intends to survey current SCS students and staff in order to gain a better sense of the diversity of culture that exists within our SCS community, with a focus on names and their history as a marker of inclusion and belonging. ARCwill also ask communitymembers to share personal experiences with names (i.e. if someone has shortened their own name tomake it easier for others to pronounce). Homeformactivities

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From the Desk Learning

Including pronouns in our everyday conversation is something that, once implemented, requires very little extra time and energy, but can mean so much to so many individuals.

express why pronouns should be included in email signatures, Zoom/GoogleMeet names, and other places in which a person’s name appears. According to Naomi and Taylor, this project involves the entire SCS community. “We not only want the input of students and staff in the beginning stages, to get a better idea of what changes should be made, but we also want schoolwide participation in the implementation and inclusion of pronouns. Pronoun use affects everyone, and there is no reason not to include the whole school community.” The Indigenous Affairs Circle’s “Anatomy of a Land Recognition” Project A territorial or land acknowledgement is an act of reconciliation that involves making a statement recognizing the traditional territory of the Indigenous Peoples who called the land home before the arrival of settlers, and inmany cases still do call it home. While a land acknowledgement goes some way in telling the truth as related to the land, it is not enough to reconcile with the Indigenous communities whose lands we inhabit. Land acknowledgements are just the first step to creating partnerships with, and learning from, Indigenous communities, and should be evolving documents that challenge the listener rather than lose their

meaning over time from repetition. In late 2021, the School worked to review and revise our land acknowledgement. As this work was underway, the IACwas eager to create an interactive piece to pair with the revised land acknowledgement. The committee is creating an online platform, with sections that describe the purpose of the land acknowledgement, provide context around its different sections, and link to external resources for SCS community members to learnmore. It also features a pronunciation guide. The interactive online sections and resources mean that the whole community will be able to engage with the content. The committee has spent a lot of time discussing the role of land acknowledgements, and has learnedmuch about the exclusion of Indigenous voices in the construction of treaties. As a result, rather than just information about the treaties signed, ARC chose to include Indigenous philosophies around the land and water. Says Indigenous Affairs Circle Head GabrielleMoreau ’22, “As aMétis youth, I believe that our use of this land comes with a responsibility to hear Indigenous stories and uplift Indigenous communities, and take care of and protect the land itself.”

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Next Chapter Alumnae Profiles

Alumnae Speaker Series

Text by Kate Ryan ’10 and Danna Zabrovsky ’04 SCS Alumnae Association Communications Co-Chairs

After considering newways to connect alumnae as the pandemic continued, the SCS Alumnae Association recently introduced an exciting initiative: a three-part speaker series entitled Work. Life. Balance. The (currently) virtual series features SCS alumnae sharing experiences and advice about managing careers, fulfilling life goals, and finding a bit of balance through it all. The first session, “Work: Navigating Change in Your Career,” was held in November 2021 and felt like an especially timely topic given the degree to which COVID-19 has upended many of the pre-pandemic “traditional” ways of working, while also bringing about new and unexpected job opportunities. The session featured three alumnae who discussed their own career transitions and how they have been able to find success in unexpected ways.

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Next Chapter Alumnae Profiles

Did you know? The first woman aircraft designer in the world was Elsie MacGill of Vancouver who was known as “Queen of the Hurricanes” during the Second World War

for her work on the Hawker Hurricane.

Hannah Cogan ’08

sailing when I moved to England. Now, I take breaks in between films to work as crew all over the world. What’s next for you? I’mworking on a top-secret documentary for the BBC – and will be working as the most senior director on set for the first time! What is something that has most surprised you in your career path? I’m always surprised that I foundmy feet in such a creative industry. I was motivated to work as a journalist because I find uncovering new information exciting – but now I take as much pride in setting up a beautiful shot as I do finding new sources. I’ve learnt that there is not only creative satisfaction in artistic projects, but that artistic skill has real power.

Hannah is an award-winning freelance producer and director whomakes current affairs films for the BBC, Netflix, and National Geographic. Before finding her place in television, Hannah’s career had its share of twists and turns. Her unique skillset – including a background in both journalism and economics – helped guide her to a career that she enjoys and whichmakes good use of her varied skills. She noted that advice from trusted and experienced sources also helped move her career in the right direction. Q&A with Hannah Cogan What SCS experience most stands out to you, and why? Hosting the Classics Conference in 2008! It definitely honedmy practical planning skills – and I still think of it every time I start a new project and sit down tomake a to-do list. What is one thing you love to do when you’re not working? I’ve always enjoyed sailing dinghies of all sizes, but discovered traditional tallship

The transitions [in my career] were not smooth and not easy, and a lot of them had really sharp learning curves … The vast majority of my positive career transitions were helped along by other people, by reaching out to mentors, and by reaching out to networks of people who were all very open and very welcoming.

—Hannah Cogan ’08

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Next Chapter Alumnae Profiles

Did you know? In 1910, Alice Charlotte Malhiot of Ontario became the first Canadian woman to graduate from an architectural school.

Meg (Hackney) Buchanan ’09

Q&A with Meg Buchanan What is one thing you love to do when you’re not working? When I’mnot working, I love getting outside for pretty much any and every activity. Not only is it the best way to recharge, but being surrounded by nature is my biggest source of inspiration for design. I especially love spending time on the water up at my family cottage, or visiting my favourite place in the world, Tofino, BC, for surfing and hiking. What is something that has most surprised you in your career path? I think when you’re in high school or even just starting out in your career, there’s a certain expectation for things to go in this linear trajectory, where there’s a clear cut path of “next steps” youmust take to get to a certain end goal. I was very pleasantly surprised to find out that there’s no right or wrong way to do things. The more twists and turns you take to get there, oftenmeans the more unique experiences you have.

Meg is an interior designer who, until recently, worked at global design and architecture firmHOK, where she won some of the top national and provincial design awards. She recently made the leap to open her own residential and boutique commercial interior design studio. Meg spoke about the twists and turns her career has taken, and the value of “suspending the pressure” when taking leaps and trying new things in her own career. “What has been helpful tome is suspending the pressure to do things perfectly the first time, because it is all of your different experiences that allow you to reach the levels that you continue to achieve,” Meg explained. “For me, I wouldn’t knowwhat I do now had I not made what some people might consider ‘mistakes’. I really do value everything that I’ve gone through. I’m also proud that of my friends fromSCS, I am the first person to pursue being an entrepreneur!”

I was very pleasantly surprised to find out that there’s no right or wrong way to do things. The more twists and turns you take to get there, often means the more unique experiences you have.

— Meg (Hackney) Buchanan ’09

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Next Chapter Alumnae Profiles

Did you know? Physicist Marie Curie was the first woman to be awarded a Nobel Prize, and the first person to receive two Nobel Prizes.

Michelle (Lam) Nicolaizeau ’09

Q&A with Michelle Nicolaizeau What SCS experience most stands out to you, and why? SCS openedmy eyes to international opportunities. I was able to go on exchange to Scotland when I was in Grade 8 and also participate inmany Round Square experiences. These opportunities made me think bigger and outside of my comfort zone. What is one thing you love to do when you’re not working? I love playing withmy little girl, going for walks around the city, and relaxing with family and friends. What’s next for you? I’m actually switching gears andmoving back into beauty, whichmakes me super excited! I can’t wait to learnmore.

Michelle is a global fashion, beauty, and tech marketer with anMBA fromLondon College of Fashion and Bachelor of Commerce from Queen’s University. She has worked in Toronto, Montreal, NewYork, London, and Paris for various fashion and beauty brands, including ALDO, Boden, and Coty (ghd hair). She currently works at Launchmetrics, a data and technology company working to empower companies in the fashion, luxury, and beauty sectors to grow their brand performance and streamline their processes. In her free time, Michelle enjoys barre and exploring chateaus around the world. Michelle spoke about how her career has taken her to international destinations, and currently has her living in France. She referenced close friends fromSCS who took more “traditional” paths, but shared how happy she is that her career has taken her to unexpected places.

I’ve been able to adapt in each of my situations and really roll with the punches. There have been challenges, but at the end of the day, I’ve been able to learn, have different experiences away from the traditional path. Also – never underestimate the power of what you learn in high school!

—Michelle (Lam) Nicolaizeau ’09

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Next Chapter Alumnae Connection

Alumnae Connection

In spite of the ongoing pandemic, there have been many opportunities for SCS alumnae to connect with the School and with one another so far in 2021-2022!

Baking from Mexico, Jane Mason ’84 demonstrated the steps to creating a delicious braided loaf of bread.

COOKALONG WITH JANE MASON ’84

The delicious smell of baking bread was wafting out of many individual ovens on a Saturday morning in late November, as members of our community participated in the second annual virtual SCS Cook-a-long! SCS alumna, cookbook author, and founder of Virtuous Bread, Jane Mason ’84, once again hosted the Cook-a-long. This time, she took participants through the steps of creating a festive braided loaf called a Kringle. We are already looking forward to next year!

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Next Chapter Alumnae Connection

HOMECOMING

We were excited to welcome members of the Class of 2021 back to SCS inOctober for the virtual Homecoming/Thanksgiving assembly and to pick up their yearbook and a yummy treat. On the topic of treats, everyone was thankful for a special morning delivery courtesy of Himalayan Java Coffee House!

Our friends at Himalayan Java Coffee House must have known how much the Grads miss their HimJav – they had a special treat waiting for yearbook pick-up!

It was lovely to see members of the Class of 2021 who were able to visit SCS to say hi while grabbing their yearbook and a treat!

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Next Chapter Alumnae Connection

Alumnae Connection

Another virtual Alumnae Book Club series meant that alum from around the world were able to join us to discuss books that spark joy!

ALUMNAE BOOK CLUB

The third annual Alumnae Book Club series brought alumnae and past staff together virtually, as they connected over a shared love of reading. The theme this year was “books that spark joy.” Hosted once again by former SCS English teachers, each session featured a book that brought them happiness: Ruth Griffiths selected Dear Committee Members by Julie Schumacher; PatriciaWesterhof chose Molly of the Mall: Literary Lass & Purveyor of Fine Footwear by Heidi L.M. Jacobs; and Julia Scott went with A Gentleman inMoscow by Amor Towles. The fourth and final session asked participants to come with a book that sparked joy for them, to discuss with the group. Everyone left with a great list of book recommendations!

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Reunion WEEKEND ALUMNAE

MAY 27-29

SATURDAY, MAY 28

Fe s t i v i t i e s wi l l i nc l ude :

SPRING LUNCH Reception: 11:30 a.m. | Lunch: 12:30 p.m. Toronto Cricket Skating and Curling Club 141 Wilson Avenue

WEDNESDAY, MAY 25

Tickets: $35 (complimentary for classes 1952, 1962, 1972, and 1997)

FULL SCHOOL E-SSEMBLY 10:20 a.m. via ZOOM

SUNDAY, MAY 29

FRIDAY, MAY 27

CHURCH SERVICE 11:00 a.m., in-person and live streamed St. Clement's Church 70 St. Clements Avenue

OUTDOOR COCKTAIL RECEPTION 7:00-9:00 p.m. St. Clement's School 21 St. Clements Avenue

T o RSV P

OR FOR MORE INFORMATION, PLEASE VISIT SCSCONNECT.CA OR SCS.ON.CA/ARW22 OR CONTACT MEAGAN THOMAS AT MEAGAN.THOMAS@SCS.ON.CA OR 416 483 4414 X2231

*PLEASE NOTE THAT WE WILL BE FOLLOWING ALL CURRENT HEALTH AND SAFETY GUIDELINES.

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